Objective: To compare the effects of tutor-led and peer-assisted mock OSPE sessions on academic p... more Objective: To compare the effects of tutor-led and peer-assisted mock OSPE sessions on academic performance and student perceptions among undergraduate physiology students. Study Design: A mixed-method quasi-experimental study. Place and Duration of Study: The study was carried out in two study blocks (I & II) of the undergraduate MBBS physiology course at CMH Multan Institute of Medical Sciences, Multan, Pakistan from January 2024 to June 2024. Methods: The experimental group (N=137) participated in weekly mock Objectively Structured Practical Examinations in Block II, while the control group (N=137) followed the conventional laboratory practical routine. Students in the experimental group were further divided into tutor-led (N=67) and peer-assisted (N=70) mock OSPE subgroups. Summative OSPE scores of Blocks I and II were compared within and between groups via Student's t-test. Perceptions of performing students and peer assessors regarding feedback quality were assessed through questionnaires with Likert-scale items and open-ended questions, with the qualitative data analyzed thematically. Results: The introduction of mock OSPE significantly improved the academic performance of the experimental group in Block II compared to Block I (P<0.001). Also, the experimental group performed significantly better than the control group in Block II (P<0.001). There was no significant difference in OSPE scores between the tutor-led and peer-assisted subgroups within the experimental group (P=0.54). Students in the experimental group reported improved exam preparedness, skill development, and self-reliance with both feedback types, although tutor-led feedback was associated with higher satisfaction (P=0.02). Peer assessors highlighted the collaborative learning benefit, though concerns about feedback quality were expressed. Conclusion: Mock OSPE with formative feedback enhanced academic performance. Peer feedback additionally promoted collaborative learning and personal growth. Concerns about peer feedback quality highlighted the need for quality assurance in peer-assisted assessments.
Background: The purpose of this study is to look into the necessity of integrating Interprofessio... more Background: The purpose of this study is to look into the necessity of integrating Interprofessional Education (IPE) into Pakistani undergraduate health professions colleges. The main goal is to evaluate staff and student awareness, attitudes, and perceived barriers regarding IPE. Methods: A mixed-methods approach, combining surveys (n=128) and focused group discussion (n=17), was utilized to obtain comprehensive insights into the perspectives of both students and faculty members over a period of 10 months from medical, dental and nursing colleges. Surveys were distributed to a stratified sample of students and faculty members, evaluating their awareness, perceptions, and challenges related to IPE. Additionally, semi-structured FGD was conducted with a subset of participants to delve deeper into their viewpoints. Descriptive statistics and thematic analysis were employed to analyze the quantitative and qualitative data, respectively. Results: The survey responses and FGD narratives revealed scanty awareness regarding IPE concepts among both students and faculty members. While participants expressed positive attitudes toward IPE, significant challenges such as curriculum constraints, limited resources, and organizational resistance were identified as barriers to effective implementation. The qualitative analysis highlighted the potential benefits of IPE, including improved teamwork, communication skills, and patient-centered care. Conclusion: Despite the acknowledged benefits of IPE, challenges persist that hinder its successful integration. This study advocates for a comprehensive strategy to overcome challenges and promote the effective implementation of IPE, ultimately contributing to more proficient and patient-centric healthcare delivery in Pakistan.
International Journal of Pharmacy Research & Technology, 2025
Digital technologies are transforming medical education by fostering self-directed learning (SDL)... more Digital technologies are transforming medical education by fostering self-directed learning (SDL). This prospective, quasi-experimental study examined the effects of a structured digital toolkitcomprising virtual-reality anatomy modules, AI-simulated clinical cases, and spaced-repetition quizzes-on SDL readiness, knowledge retention, and clinical performance among medical students and family medicine residents. Eighty participants (40 students, 40 residents) were quasirandomized to intervention or control arms for 12 weeks. The intervention arm exhibited a significant increase in SDL readiness (+15%, p < 0.001), higher pass rates on objective structured clinical examinations (OSCE 85.2 ± 4.3 vs. 79.1 ± 5.1, p = 0.002), and superior knowledge test scores (+10%, p < 0.01). Engagement metrics correlated strongly with SDL readiness (r = 0.68, p < 0.001). Learner surveys indicated enhanced autonomy and satisfaction. Findings support the integration of blended digital tools to strengthen SDL and clinical competence. This model offers a validated, scalable framework for medical education.
International Journal of Pharmacy Research & Technology, 2025
A randomized prospective study evaluated the educational impact of a flipped-classroom (FC) model... more A randomized prospective study evaluated the educational impact of a flipped-classroom (FC) model versus conventional didactic teaching in a 4-week neurology clerkship among 104 medical students. Participants were randomized to FC (n = 49)-comprising pre-class videos, readings, and interactive in-class clinical reasoning sessions-or traditional lecture-based instruction (n = 55). Primary outcomes included NBME shelf exam scores, faculty-rated clinical proficiency, self-directed learning (SDL) behaviors, and student satisfaction. Baseline characteristics were comparable. End-of-clerkship NBME scores showed no significant difference after adjustment (adjusted mean difference 2.3 points; 95% CI-0.4 to 4.8; p = 0.07). The FC group demonstrated significantly better clinical skill ratings (4.2 ± 0.5 vs. 3.9 ± 0.7; p = 0.03) and future housestaff potential (4.8 ± 0.3 vs. 4.5 ± 0.6; p = 0.03). The traditional group displayed more SDL behaviors (42% vs. 12%; p = 0.001) and greater study hours (6.1 vs. 3.8 hrs; p = 0.03). Satisfaction and OSCE performance were equivalent (p > 0.20). Results show that while cognitive outcomes were similar, FC enhanced clinical skills whereas conventional instruction fostered SDL. Blended models are
International Journal of Pharmacy Research & Technology, 2025
Formative assessment with immediate feedback has emerged as a vital pedagogical tool to enhance l... more Formative assessment with immediate feedback has emerged as a vital pedagogical tool to enhance learning outcomes in medical education. This experimental study aimed to evaluate the impact of formative assessments accompanied by immediate feedback on the academic performance of undergraduate medical students at a tertiary medical institution. A total of 300 second-year medical students were randomly allocated into two groups: Group A received conventional teaching with formative assessments and delayed feedback, while Group B underwent formative assessments integrated with immediate verbal and written feedback during the learning process. Academic performance was assessed through standardized multiple-choice question (MCQ) tests administered pre-intervention and post-intervention over a 12-week period. Group B demonstrated statistically significant improvement in mean test scores (mean ± SD: 78.5 ± 6.2) compared to Group A (72.1 ± 7.5; p < 0.001). Moreover, student engagement and self-reported confidence in clinical reasoning improved markedly in Group B. These findings indicate that formative assessment with immediate feedback significantly enhances knowledge acquisition and academic
Journal of Population Therapeutics & Clinical Pharmacology
Interprofessional education (IPE) is increasingly recognized as a critical component in preparing... more Interprofessional education (IPE) is increasingly recognized as a critical component in preparing healthcare students for collaborative practice. This randomized controlled trial (RCT) aimed to evaluate the impact of an IPE intervention on student collaboration within clinical settings. A total of 120 students from medicine, nursing, pharmacy, and physiotherapy disciplines were randomly assigned to either an intervention group, which participated in a structured IPE program, or a control group, which received standard uniprofessional education. The intervention comprised joint workshops, simulation exercises, and collaborative clinical rotations over 12 weeks. Outcomes were measured using the Readiness for Interprofessional Learning Scale (RIPLS) and the Interprofessional Collaborative Competency Attainment Survey (ICCAS) at baseline and post-intervention. Statistical analysis revealed significant improvements in the intervention group compared to the control group in both RIPLS and ICCAS scores (p < 0.001), indicating enhanced readiness and competency for interprofessional collaboration. These findings suggest that structured IPE interventions can effectively foster collaborative skills among healthcare students, potentially leading to improved patient care outcomes.
Clinical skills acquisition is a cornerstone of medical education, traditionally imparted through... more Clinical skills acquisition is a cornerstone of medical education, traditionally imparted through bedside teaching (BT). However, the increasing complexity of medical practice and the imperative for patient safety have catalyzed the integration of simulation-based training (SBT) into medical curricula. This randomized controlled trial (RCT) aimed to compare the efficacy of SBT versus traditional BT in enhancing clinical skills among medical students. A total of 120 2nd -year medical students were randomly assigned to either the SBT group (n = 60) or the BT group (n = 60) at Al Aleem Medical College. The SBT group engaged in high-fidelity simulations encompassing scenarios such as myocardial infarction and reactive airways disease, facilitated by experienced clinical educators. The BT group participated in conventional bedside teaching sessions in hospital wards under faculty supervision. Clinical skills were assessed using Objective Structured Clinical Examinations (OSCEs) at baseline, postintervention (week 8), and at a three-month follow-up. Post-intervention analysis revealed that the SBT group exhibited a significant improvement in OSCE scores, with a mean increase from 62.5 ± 8.3 to 81.3 ± 7.9 (p < 0.001). In contrast, the BT group demonstrated a modest enhancement, with scores rising from 61.8 ± 8.1 to 71.1 ± 8.5 (p = 0.002). The between-group difference was statistically significant (p < 0.001). Additionally, self-reported confidence levels in clinical skills escalated by 35% in the SBT group, compared to an 18% increase in the BT group (p = 0.002). At the three-month follow-up, the SBT group maintained higher OSCE scores, although the intergroup disparity slightly diminished. These findings underscore that SBT is more effective than traditional BT in augmenting clinical skills and confidence among medical students. The structured and immersive nature of SBT offers a safe environment for repetitive practice and immediate feedback, thereby enhancing learning outcomes. Integrating SBT alongside traditional BT could optimize medical education by balancing theoretical knowledge with practical proficiency. Future research should explore the long-term retention of skills acquired through SBT and its impact on patient care outcomes.
Medical students frequently experience elevated levels of stress and burnout, which can adversely... more Medical students frequently experience elevated levels of stress and burnout, which can adversely affect their well-being and academic performance. This randomized controlled trial evaluated the effectiveness of an eight-week mindfulness training program in reducing stress and burnout among medical students. A total of 120 medical students were randomly assigned to either the mindfulness training group (n = 60) or a waitlist control group (n = 60). The intervention consisted of weekly one-hour sessions incorporating guided meditation, mindful breathing, and cognitive awareness exercises. Primary outcomes measured included the Perceived Stress Scale (PSS-10), the Maslach Burnout Inventory (MBI) subscales for emotional exhaustion and depersonalization, and the General Well-Being Scale (GWBS). Assessments were conducted at baseline, post-intervention (week 8), and at a three-month follow-up. Results indicated that, after eight weeks, students in the mindfulness training group experienced a significant reduction in perceived stress, with an average decrease of 25%, compared to a 5% reduction in the control group. Emotional exhaustion decreased by 20% in the mindfulness group, while the control group showed a 3% improvement. Depersonalization scores dropped by 30% in the mindfulness group, compared to a 6% reduction in the control group. Additionally, well-being scores improved by 18% in the mindfulness group, whereas the control group showed a 2% increase. Effect sizes for stress reduction and well-being improvements were large, while those for emotional exhaustion and depersonalization were moderate. At the three-month follow-up, 85% of students in the mindfulness group maintained their improvements in stress and burnout scores. These findings suggest that integrating mindfulness programs into medical curricula could be a valuable strategy for enhancing student resilience and mental health. Future research should explore longterm benefits and methods for broader implementation of mindfulness training in medical education.
Medical education has evolved significantly, integrating innovative techniques to enhance student... more Medical education has evolved significantly, integrating innovative techniques to enhance student learning. One such approach, gamification, applies game-based elements to educational settings to increase engagement and retention. This study evaluates the impact of gamification on medical students' knowledge retention and engagement levels using a randomized controlled trial design. A total of 240 medical students were randomly assigned to two groups: the gamification group (n=120), which used interactive, game-based learning tools, and the control group (n=120), which received traditional didactic lectures. The sample size was calculated using Epi software, ensuring a statistical power of 80% with a confidence level of 95%. Inclusion criteria encompassed enrolled medical students in their second year, whereas students with prior exposure to gamified learning modules or those unwilling to provide verbal consent were excluded. Retention was assessed through pre- and post-intervention tests, while engagement was measured using validated Likert-scale surveys. The results demonstrated statistically significant improvements in the gamification group, with a mean post-test score of 85.3±8.1 compared to 76.2±7.4 in the control group (p<0.001). Engagement scores were also higher in the gamified cohort (4.5±0.6 vs. 3.7±0.8, p<0.001). These findings suggest that gamification significantly enhances knowledge retention and engagement among medical students. This study highlights the potential of gamification as a transformative approach in medical education, bridging gaps in traditional methodologies. Future research should explore its long-term effects and applicability across diverse medical curricula.
Peer-led learning (PLL) has gained prominence as an effective pedagogical strategy in medical edu... more Peer-led learning (PLL) has gained prominence as an effective pedagogical strategy in medical education, yet its impact on academic performance remains debated. This study aims to evaluate the effectiveness of PLL in improving medical students' knowledge acquisition and problem-solving skills compared to traditional faculty-led instruction. A randomized controlled trial was conducted with 200 third-year medical students, divided into an intervention group (PLL, n=100) and a control group (traditional faculty-led instruction, n=100). Pre-and post-intervention assessments were performed, and performance differences were analyzed using independent t-tests and ANOVA. Results demonstrated a statistically significant improvement in post-test scores in the PLL group (mean=82.5, SD=5.2) compared to the control group (mean=75.3, SD=6.1) (p<0.001). Additionally, students in the PLL group reported higher engagement and confidence in clinical decision-making. The findings suggest that PLL enhances medical student performance and engagement, advocating for its integration into medical curricula. These results contribute novel insights into medical education, supporting the shift toward collaborative learning environments.
Journal of Islamic International Medical College, 2022
Objective: To explore the perception and views of undergraduate medical students about the signif... more Objective: To explore the perception and views of undergraduate medical students about the significance of structured versus traditional viva formats. Study Design: It was qualitative exploratory research Place and Duration of Study: The study was conducted in Pathology department of CMH Multan Institute of Medical Sciences from December 2019 to August 2020. Materials and Methods: Four sets of focused group discussions were carried out, each group comprising of 8 students of fourth year MBBS who had undertaken both structured and traditional viva examinations in the subject of Pathology. The students who did not appear in the exam and those who did not volunteer for the study were excluded from the study. The interviews were audio recorded followed by transcription and manual thematic analysis. The students identified their preferences for the type of viva which gave an umbrella of themes. The subthemes were then identified to find out the exact reasons of their preferences. Results: The results of the study yielded five themes and sub themes. The main themes were attitude towards exams, exams preparation, time management, student teacher relationship and relevancy of content of viva. The students suggested that viva exam of all subjects should be structured to maximize uniformity of content coverage, time management and attitude improvement for both faculty and students. Conclusion: The students were Overwhelmingly satisfied with structured viva as compared to traditional viva format. They emphasized structured viva as their preferred assessment method as traditional viva does not truly reflect a student's competence.
Teaching practices are being modified over time to more student centered approaches to improve th... more Teaching practices are being modified over time to more student centered approaches to improve the learning. Lecture being the corner stone of the teaching, need techniques to improve its effectiveness thus emphasizing “learning” rather than “teaching.” One of the main problems with long lectures is the low attention span of students. This study was undertaken to assess the role of adding case scenarios to the lectures, thus improving its learning outcomes. It is a descriptive study conducted in 3 rd year and 4th year students at CMH Multan Institute of Medical Sciences (CIMS) from 1st October 2018 to 1st April 2019. The focus of this study was to know impact of case scenarios in improving learning of the students in a lecture. During study period, on average two lectures per months of department of medicine, were taken with addition of case scenarios. The outcome measurement of this technique was done by two methods, feedback by the students and peer review from colleagues. There w...
Teaching practices are being modified over time to more student centered approaches to improve th... more Teaching practices are being modified over time to more student centered approaches to improve the learning. Lecture being the corner stone of the teaching, need techniques to improve its effectiveness thus emphasizing “learning” rather than “teaching.” One of the main problems with long lectures is the low attention span of students. This study was undertaken to assess the role of adding case scenarios to the lectures, thus improving its learning outcomes. It is a descriptive study conducted in 3 rd year and 4th year students at CMH Multan Institute of Medical Sciences (CIMS) from 1st October 2018 to 1st April 2019. The focus of this study was to know impact of case scenarios in improving learning of the students in a lecture. During study period, on average two lectures per months of department of medicine, were taken with addition of case scenarios. The outcome measurement of this technique was done by two methods, feedback by the students and peer review from colleagues. There w...
Transforming Traditional Teaching by Incorporating a Variety of Small Group Teaching Approaches at Multan Medical and Dental College
The subject of Forensic Medicine is a clinical subject requiring a variety of teaching and learni... more The subject of Forensic Medicine is a clinical subject requiring a variety of teaching and learning modalities. The Department of Medical Education (DME) at Multan Medical and Dental College (MMDC) coordinated and cooperated with the faculty of Department of Forensic Medicine in order to introduce a few small group discussion strategies as new teaching tools for students of 3rd year MBBS in 2013. These strategies have since been routinely adopted as part of the curriculum for the subject of Forensic Medicine at MMDC. This paper describes the introduction, importance and implementation success and challenges of these modalities in detail.
Academic misconduct is a serious and a common problem. The aim of this articleis to review the li... more Academic misconduct is a serious and a common problem. The aim of this articleis to review the literature for different methods used to counteract this problem. My synthesisis that the use of these mechanical methods of detecting and deterring dishonesty leads toa climate of us versus them between students and faculty and to an environment of policesrather than a culture of integrity. Moral development can be integrated into curriculum throughprofessional ethics courses with the purpose to develop academic integrity.
The subject of Forensic Medicine is a clinical subject requiring a variety of teachingand learnin... more The subject of Forensic Medicine is a clinical subject requiring a variety of teachingand learning modalities. The Department of Medical Education (DME) at Multan Medical andDental College (MMDC) coordinated and cooperated with the faculty of Department of ForensicMedicine in order to introduce a few small group discussion strategies as new teaching toolsfor students of 3rd year MBBS in 2013. These strategies have since been routinely adopted aspart of the curriculum for the subject of Forensic Medicine at MMDC. This paper describes theintroduction, importance and implementation success and challenges of these modalities indetail.
Academic misconduct is a serious and a common problem. The aim of this article is to review the l... more Academic misconduct is a serious and a common problem. The aim of this article is to review the literature for different methods used to counteract this problem. My synthesis is that the use of these mechanical methods of detecting and deterring dishonesty leads to a climate of us versus them between students and faculty and to an environment of polices rather than a culture of integrity. Moral development can be integrated into curriculum through professional ethics courses with the purpose to develop academic integrity.
Objective: To assess the prevalence of mood depression and anxiety in women with prospectively di... more Objective: To assess the prevalence of mood depression and anxiety in women with prospectively diagnosed polycystic ovary syndrome (PCOS). Materials and methods: A cohort study at Fatima Memorial Hospital was conducted with a total of 137 patients with PCOS and a similar number of controls, attending gynecology clinic; all participants of the study were required to complete hospital anxiety and depression scale (HADS) questionnaire. Later the biochemical assessment was done between PCOS with depression to PCOS without depression in order to find its associates. Results: Study shows an increased prevalence of depression and anxiety in women with PCOS as compared to control, general population.
Objective The objective of the study is to find the effect of jaundice during pregnancy on fetoma... more Objective The objective of the study is to find the effect of jaundice during pregnancy on fetomaternal outcome over a 10-year period at tertiary care hospital. Materials and methods An analysis of fetomaternal outcome of all case records with jaundice in pregnancy from January 2003 to December 2013 is made. Results The incidence of jaundice in our study is one in 278 pregnancies, with the disease more common in younger age group. Viral hepatitis found to be the commonest cause, HEV being the commonest with a high maternal and perinatal mortality. Obstetric cholestasis being the second most common followed by HELLP syndrome, AFLP and sepsis; Hepatorenal failure, encephalopathy, DIC and PPH were the main causes of maternal mortality. Conclusion Viral hepatitis is most prevalent cause of jaundice in pregnancy, associated with a high maternal and perinatal mortality and morbidity. How to cite this article Ambreen A, Ahmed F, Sheikh A, Ayub MR, Faryad N, Mushtaq S. Jaundice in Pregnancy...
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